Use of Moodle to strengthen citizenship competencies in physiotherapy students: a pretest-posttest design
DOI:
https://doi.org/10.47197/retos.v44i0.82517Keywords:
Learning, Moodle Extended Classroom, Competency-Based Education, Students, Educational Assessment, TechnologyAbstract
Introduction: Moodle is a learning information and communication technology widely used worldwide and has been little used to strengthen citizenship competencies. Objective: To improve citizenship competencies through a pedagogical strategy in the Moodle platform in students registered in the training courses of clinical/administrative physiotherapy practice at the University of Santander, Bucaramanga, Colombia. Methods: A pretest-posttest design was carried out. The educational intervention consisted of a pedagogical activity available online 24 hours a day in Moodle for ten weeks. A sample of 41 students completed a questionnaire before and after the educational intervention, which consisted of 25 questions distributed in five dimensions: political constitution, multi-perspective, systemic and reflective thinking, argumentation, and ethics. The total score per dimension ranged from 0 to 100. Results: The average knowledge score was 60.8 ± 12.9 in the pretest and 65.1 ± 15.4 in the posttest (p = 0.0665). After the educational intervention, there were positive changes in eight of the 25 questions (p <0.005), three of which corresponded to the multi-perspective dimension. In the analysis by subgroups, it was found that those who obtained a score equal to or less than 60 in the initial evaluation significantly improved their knowledge [pretest = 51.6 (9.9), posttest = 60 (15.1), p-value = 0.018]. Conclusion: A educational intervention with Moodle increased the knowledge of some citizenship competencies among physiotherapy students, especially in the multi-perspective dimension.
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Copyright (c) 2021 Milena Boneth-Collante, Jorge Salazar-Rodríguez, Angarita Angarita-Fonseca
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